Pub Date : 2022-01-01DOI: 10.22521/edupij.2022.111.1
Stamatios Papadakis
Background / purpose – At the beginning of the 21st century, Computational Thinking (CT) and coding were typically considered part of secondary education programs, focusing on programming and algorithm development. The early childhood classroom was not expected to find students who developed coding skills. Nevertheless, as has been the case lately, CT and coding have been characterized as fundamental skills of the 21st century, not only for computer scientists but all for citizens. However, through developmentally appropriate technologies, the development of coding skills is increasingly possible, and the result may be the advancement of CT fluency or at least familiarity in young age children. Given the enormous success of smart mobile devices and accompanying mobile apps, the question is whether apps provide the children of preschool and pre-primary school age with opportunities to cultivate their basic coding and CT skills. This study is a review article that presents a brief literature review on the apps that promote themselves that can cultivate CT and coding skills of young students. Materials / methods – This paper presents a literature review of empirical studies on apps that promote themselves to support young children’s learning of CT and coding skills. Results – Despite the abundance of 'self-proclaimed educational' apps for children, there is a need for developmentally appropriate apps, specifically designed for young people to promote the development of CT concepts and coding skills in young children's life. Conclusion – This study contributes to a small but growing body of literature investigating how children process and learn fundamental coding skills from touchscreen devices. The findings of this study provide evidence that young age children can facilitate early STEM learning and foundational coding skills from developmentally appropriate playful learning experiences on smart mobile devices.
{"title":"Apps to Promote Computational Thinking and Coding Skills to Young Age Children: A Pedagogical Challenge for the 21st Century Learners","authors":"Stamatios Papadakis","doi":"10.22521/edupij.2022.111.1","DOIUrl":"https://doi.org/10.22521/edupij.2022.111.1","url":null,"abstract":"Background / purpose – At the beginning of the 21st century, Computational Thinking (CT) and coding were typically considered part of secondary education programs, focusing on programming and algorithm development. The early childhood classroom was not expected to find students who developed coding skills. Nevertheless, as has been the case lately, CT and coding have been characterized as fundamental skills of the 21st century, not only for computer scientists but all for citizens. However, through developmentally appropriate technologies, the development of coding skills is increasingly possible, and the result may be the advancement of CT fluency or at least familiarity in young age children. Given the enormous success of smart mobile devices and accompanying mobile apps, the question is whether apps provide the children of preschool and pre-primary school age with opportunities to cultivate their basic coding and CT skills. This study is a review article that presents a brief literature review on the apps that promote themselves that can cultivate CT and coding skills of young students. Materials / methods – This paper presents a literature review of empirical studies on apps that promote themselves to support young children’s learning of CT and coding skills. Results – Despite the abundance of 'self-proclaimed educational' apps for children, there is a need for developmentally appropriate apps, specifically designed for young people to promote the development of CT concepts and coding skills in young children's life. Conclusion – This study contributes to a small but growing body of literature investigating how children process and learn fundamental coding skills from touchscreen devices. The findings of this study provide evidence that young age children can facilitate early STEM learning and foundational coding skills from developmentally appropriate playful learning experiences on smart mobile devices.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84073409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.22521/edupij.2022.112.7
R. Salas-Rueda, C. Alvarado-Zamorano, J. Ramírez-Ortega
Background / purpose – During the COVID-19 pandemic, teachers were required to update school activities using various technological tools. The aim of this mixed research was the construction and usage analysis of the Digital Game for the teaching-learning process on Electronics (DGE) version 3.0 in the Combinational Circuits unit through data science. Materials / methods – DGE version 3.0 facilitates the construction of new educational spaces in the distance modality. This web game consists of a simulator that presents the contents of the output function for two variables and their representation through logic gates. The participants of the study were 15 electronic and electrical engineering students who took a digital design course at the National Autonomous University of Mexico during the 2021 academic year. Results – The machine learning (linear regression) results indicate that the interface, design, and color of the DGE version 3.0 web game positively influenced the students’ assimilation of knowledge and skills development in the field of electronics. On the other hand, the decision tree technique identified six predictive models with regards to the use of the DGE version 3.0. Conclusion – Technological advances such as web gaming can facilitate the teaching-learning process from virtually any location.
{"title":"Construction of a Web Game for the Teaching-Learning Process of Electronics during the COVID-19 Pandemic","authors":"R. Salas-Rueda, C. Alvarado-Zamorano, J. Ramírez-Ortega","doi":"10.22521/edupij.2022.112.7","DOIUrl":"https://doi.org/10.22521/edupij.2022.112.7","url":null,"abstract":"Background / purpose – During the COVID-19 pandemic, teachers were required to update school activities using various technological tools. The aim of this mixed research was the construction and usage analysis of the Digital Game for the teaching-learning process on Electronics (DGE) version 3.0 in the Combinational Circuits unit through data science. Materials / methods – DGE version 3.0 facilitates the construction of new educational spaces in the distance modality. This web game consists of a simulator that presents the contents of the output function for two variables and their representation through logic gates. The participants of the study were 15 electronic and electrical engineering students who took a digital design course at the National Autonomous University of Mexico during the 2021 academic year. Results – The machine learning (linear regression) results indicate that the interface, design, and color of the DGE version 3.0 web game positively influenced the students’ assimilation of knowledge and skills development in the field of electronics. On the other hand, the decision tree technique identified six predictive models with regards to the use of the DGE version 3.0. Conclusion – Technological advances such as web gaming can facilitate the teaching-learning process from virtually any location.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74935780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.22521/edupij.2022.113.5
Ruth Boyd, G. Boyd, Taler Alexander
{"title":"Cocurricular Assessment: Aligning Service-Learning With General Education Goals","authors":"Ruth Boyd, G. Boyd, Taler Alexander","doi":"10.22521/edupij.2022.113.5","DOIUrl":"https://doi.org/10.22521/edupij.2022.113.5","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77851536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.22521/edupij.2022.113.4
Hakan Polat
{"title":"Investigating the Relationships between Preservice Teachers’ Teacher Readiness, Attitude towards Teaching Profession, and Organizational Attraction through Structural Equation Modeling","authors":"Hakan Polat","doi":"10.22521/edupij.2022.113.4","DOIUrl":"https://doi.org/10.22521/edupij.2022.113.4","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89870521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-05DOI: 10.22521/edupij.2021.103.1
E. Vázquez-Cano
{"title":"Artificial intelligence and education: A pedagogical challenge for the 21st century","authors":"E. Vázquez-Cano","doi":"10.22521/edupij.2021.103.1","DOIUrl":"https://doi.org/10.22521/edupij.2021.103.1","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80349218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.22521/edupij.2021.103.3
Andrew G D Holmes, Marc Polman Tuin, Sophie Turner
Background / purpose – British, European and American universities are increasingly adopting competency-based learning, yet, there are different and conflicting definitions of competence, competency, and competency-based learning. Consequently, multiple interpretations and understandings are held by educators in respect of what these terms mean, when applied to their own teaching and assessment practices. Therefore, unless informed and considered discussion has taken place amongst staff about their individual understandings and interpretations, any development of new, competency-based assessment processes and procedures, is necessarily problematic. The main purpose of the paper is to stimulate reflection and discussion, so that teaching staff can arrive at a common understanding and interpretation of what competency-based education is, so that they may develop appropriate, authentic and equitable assessment processes. Materials / methods – The methodology used was a systematic review of literature on competence, competency-based learning and the assessment of competency-based learning. Conclusion – This paper provides an overview of the main issues and tensions involved in clearly defining competency within higher education programmes and assessing competence, along with two clear recommendations for practice. The recommendations have significance for all higher education teaching staff involved in programmes of competency-based learning.
{"title":"Competence and competency in higher education, simple terms yet with complex meanings: Theoretical and practical issues for university teachers and assessors implementing Competency-Based Education (CBE)","authors":"Andrew G D Holmes, Marc Polman Tuin, Sophie Turner","doi":"10.22521/edupij.2021.103.3","DOIUrl":"https://doi.org/10.22521/edupij.2021.103.3","url":null,"abstract":"Background / purpose – British, European and American universities are increasingly adopting competency-based learning, yet, there are different and conflicting definitions of competence, competency, and competency-based learning. Consequently, multiple interpretations and understandings are held by educators in respect of what these terms mean, when applied to their own teaching and assessment practices. Therefore, unless informed and considered discussion has taken place amongst staff about their individual understandings and interpretations, any development of new, competency-based assessment processes and procedures, is necessarily problematic. The main purpose of the paper is to stimulate reflection and discussion, so that teaching staff can arrive at a common understanding and interpretation of what competency-based education is, so that they may develop appropriate, authentic and equitable assessment processes. Materials / methods – The methodology used was a systematic review of literature on competence, competency-based learning and the assessment of competency-based learning. Conclusion – This paper provides an overview of the main issues and tensions involved in clearly defining competency within higher education programmes and assessing competence, along with two clear recommendations for practice. The recommendations have significance for all higher education teaching staff involved in programmes of competency-based learning.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77699326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-16DOI: 10.22521/EDUPIJ.2021.102.2
Rona Bušljeta Kardum, Katarina Dadić, M. Horvat
Background/purpose – Contemporary teaching focuses on the students’ active role in the acquisition of knowledge and largely neglects the role of emotions. Given the importance of empathy when it comes to the emotional development of the individual, and the opportunities offered by history as a subject with regard to encouraging empathy, the main purpose of research is to analyze the extent to which history textbooks contribute to empathy as one of key competencies of today’s world. Materials/methods – In the research, qualitative and quantitative content analysis was used. The analysis includes only one didacticmethodical toolkit of the textbook questions and tasks by the formulation of which it is possible to identify in which direction the teaching process “moves” and to what extent it encourages the cultivation of emotions. Results – The results suggest that high school history textbooks overemphasize the cognitive aspect of the learning process while simultaneously inadequately putting students in a position that would also allow them to be more emotionally engaged with the historical events and to thereby develop empathy. Conclusion – It is necessary to develop detailed guidelines with clear instructions on how to encourage students’ emotional engagement in individual subjects and teaching units.
{"title":"Education for the cultivation of emotions through textbooks: the example of Croatian high school history textbooks","authors":"Rona Bušljeta Kardum, Katarina Dadić, M. Horvat","doi":"10.22521/EDUPIJ.2021.102.2","DOIUrl":"https://doi.org/10.22521/EDUPIJ.2021.102.2","url":null,"abstract":"Background/purpose – Contemporary teaching focuses on the students’ active role in the acquisition of knowledge and largely neglects the role of emotions. Given the importance of empathy when it comes to the emotional development of the individual, and the opportunities offered by history as a subject with regard to encouraging empathy, the main purpose of research is to analyze the extent to which history textbooks contribute to empathy as one of key competencies of today’s world. Materials/methods – In the research, qualitative and quantitative content analysis was used. The analysis includes only one didacticmethodical toolkit of the textbook questions and tasks by the formulation of which it is possible to identify in which direction the teaching process “moves” and to what extent it encourages the cultivation of emotions. Results – The results suggest that high school history textbooks overemphasize the cognitive aspect of the learning process while simultaneously inadequately putting students in a position that would also allow them to be more emotionally engaged with the historical events and to thereby develop empathy. Conclusion – It is necessary to develop detailed guidelines with clear instructions on how to encourage students’ emotional engagement in individual subjects and teaching units.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42072952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：